Communication Games Between Teachers and Students at the Tertiary

Level: A Study Based on Transactional Analysis Theory

Mohammad Golam Mohiuddin*

Abstract
‫ﺗﻌﺛرت‬
Teaching and learning are often either accelerated or clogged up depending on the
rapport and responses of language strokes exchanged between teachers and students
concerned. Transactional Analysis (TA), which refers to how people interact with
each other, specifically, which ego state in me is talking to which ego state in you,
works as a tool to accelerate conducive teaching and learning environment in the
classroom and beyond. TA provides a language to explain why certain classroom
management techniques are going to be more effective than others and gives permis-
‫اﻟﺷدة‬
sion for the teacher to retain the humanness in the face of adversity. Based on the TA
theory, the researcher carried out this study among sixty seven students of English
for Academic Purposes (EAP) course at Green University of Bangladesh and it shows
the significant changes in the development of teaching and learning resulting from
the teacher’s understanding and application of the features of TA, namely, ego states,
transactional analysis proper, strokes, games etc. The findings demonstrate that TA
raises consciousness in the teacher, brings greater awareness into the classroom and
also creates a conducive learning environment to turn inattentive students into
attentive ones and academic failure into academic success. He also urges further
research on the same areas which are still unaddressed.
Keywords: communication, teachers and students, Transactional Analysis, learning

Introduction
‫دﻋم‬
Communication is an important tool in upholding good rapport and attain-
‫رﻗﺔ اﻟﺷﻌور‬
ing productivity at all levels of life. It makes us understand sentiment and feelings
‫ﺿﻐﯾﻧﺔ‬
of the others. Based on this communication, feelings of affection and hatred,
attitudes – positive or negative –towards others are developed. As Speak (2014)
states, “communication is the foundation of all human relationship. At first, strang-
ers start talking and getting to know each other, and then the relationships are
formed when they have more interaction and communication”(Para.3). It is actually
a process of transmitting information and mutual understanding from one person
to another. Communication can be verbal and non-verbal, social and professional,
aiming at serving different purposes. Rahman & Mohiuddin (2014) state, “Human
beings communicate with each other for many different personal and social purpos-
es” (p.45). The communication between teachers and students is very important to
create a conducive learning environment which ultimately helps students to attain

*Mohammad Golam Mohiuddin, Senior Lecturer, Department of English, Green University of

Bangladesh
 Communication Games Between Teachers and Students at the Tertiary Level: A Study Based on Transactional Analysis Theory

their academic success. Teacher-student communication is actually a psychological

interaction, a psychological verbal game which helps both the parties reach their
ultimate goal, successful teaching and learning. The psychological verbal games
played between teachers and students play a very important role to control and
motivate students for effective learning. Both teachers and students play these
psychological verbal games well when they understand Transactional Analysis
(TA) and apply it accordingly. TA is “how people interact with each other, specifi-
cally, which ego state in me is talking to which ego state in you” (Solomon. 2003, p.
17). Each individual in this universe - may be a truck driver, rickshaw-puller,
businessman, servant, official, teacher or student - has three ego states, namely,
Parent, Adult and Child. As Kravas & Kravas (1974) observe, “each human being
has these three identities and moves in and out of them many times on the same
day” (p.195).

Adult

Parent Child

Figure 1: The individual personality and ego states

The parent ego state refers to some sorts of thoughts, feelings, and
behaviours that we learn or borrow from our parents and guardians. The parent ego
state can be of two types: it can be a) Nurturing or Benevolent, and b) Judgmental or
Critical. The Nurturing or Benevolent parent ego state is soft, loving, and permis-
sion giving, whereas the Judgmental or Critical ego state contains the prejudged
feelings, beliefs and thoughts that we learn from our caretakers or parents. The
parent ego state has its own sets of verbal repertoires like "should do” and
"shouldn't do” "must do" and "mustn't do". On the other hand, the Adult ego state
works like a data processing center which can gather and process extra information
important for making productive decision. In fact, each individual has his/her own
personality which can process data accurately, which sees, hears, thinks something
accordingly and can come up with solutions to problems based on the realities and

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Green University Review of Social Sciences, Volume 04, Issue 01, June-2018

not solely on our pre-judged feelings or childlike sentiments. The Adult ego state
comes with the language like –“I can understand what you are saying”, “That alter-
native seems most probable", and “I am going to complete this task” (Solomon 2003,
p.16). Again, the Child ego state refers to the area of our nature that is based on
thoughts, emotions, feelings and memoires of our childhood. The Child ego state
can be divided into two types - Free Child or Natural Child and Adapted Child or
Rebellious Child. According to Solomon (2003),

Free Child: WOW! Look how tall my castle is!!!!!

Adapted Child: I better not get my clothes all dirty.
Rebellious Child: I don’t care if I do get dirty!

As each individual whether teacher or student, moves in and out of three

main ego states – adult, parent and child many times on the same day, psychological
interactions between teachers and students have become regular and remarkable.
Teachers need to play the roles of mothers and doctors with their students; they
have to read the temperaments and feel the pulses of their students respectively like
mothers and doctors for effective teaching and learning. But, if teachers fail to
understand their students, are unable to address them well, it becomes difficult for
students to receive the most from their teachers as well as out of their education. In
the present paper, the researcher shows how TA helps teachers read and technically
manage students and classrooms respectively in face of challenges and adversities
in the Department of English, Green University of Bangladesh (GUB). The research-
er investigates the significant changes in the development of teaching and learning
resulting from the teacher’s understanding and application of the features of TA
namely ego states, transactional analysis proper, strokes, and games.

The Rationale of the Study

Universities contain students with more diverse socio-cultural background

than colleges and schools. As universities are the broadest hubs of education and
nurture students with various trends and temperaments, strokes, addresses and
instructions should be tailored. According to Kabir et al. (2018), “as each student is
different and faces different challenges, the instructions and approaches need to be
customized according to the students’ learning preferences and personal interests”
(p. 2). But, due to lack of knowledge and practices of TA, teachers sometimes
become judgmental and show critical parent ego state behavior with students. This
makes students feel that they receive no strokes from their teachers and this feeling
results in academic failure.

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Communication Games Between Teachers and Students at the Tertiary Level: A Study Based on Transactional Analysis Theory

The researcher thus feels the urge of adopting straight transaction policy and
providing tailor-made instructions and strokes to create conducive learning environ-
ment for academic success. He is interested to address the ways how the university
students respond to the various strokes provided by their teachers. The paper will,
therefore, investigate the performance and achievement of students based on their
responses to strokes. The study, thus, addresses the following questions:

a) How would students respond to the strokes?

b) What will their performance or achievement be?

Literature Review

Transaction usually indicates an exchange between two agents. Steiner

(2003) defines transaction as an “exchange of strokes”. According to Merriam-Web-
ster (2018), transaction is a “communicative action or activity involving two parties
or things that reciprocally affect or influence each other” (Para 1). As Solomon
(2003) has stated, “transactions are how people interact with each other, specifically,
which ego state in me is talking to which ego state in you” (p.17). This interaction or
communication sometimes goes straight and smooth whereas sometimes it gets
jumbled, confused, and unsatisfactory. Based on this nature, Solomon has divided
transactions into two types- a. Straight Transactions and b. Crossed Transactions.

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Green University Review of Social Sciences, Volume 04, Issue 01, June-2018

a. Straight Transactions

Adult: “Will you tell me what time it is?” Parent: “You have to go to bed right now!”
Adult: “Yes, it is four o’clock.” Child: “Please … Can’t I just finish this?
Figure 3:Straight Transactions, Solomon (2003)

b. Crossed Transactions

Adult: “Can you tell me what time it is?” Adult: “Can you tell me what time it is?”
Adapted Child: “Why are you always Critical Parent: “You’re always late, anyway,
rushing me?” would you even care?”

Figure 4: Crossed Transactions, Solomon (2003)

It has already been mentioned that transactions are exchange of strokes; as

a result, both transactions and strokes are intertwined. A stroke is a unit of attention
which provides stimulation to an individual (Woollams, 1978 cited in Zhang &
Constantinovits 2017, p.6). It is actually what one human being does something to
recognize another human being. A stroke is a “unit of human recognition” (Berne
1966, cited in Solomon 2003). Strokes can be of different types and each stroke does
not work for everyone, rather different strokes work for different people. As Zhang
& Constantinovits (2017) state,

When someone gets a stroke that does not fit in with her or his preferred
stroke quotient, she or he is likely to ignore it or belittle it. If people receive
strokes from a certain behavior then people are likely to repeat it (p.6).

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Communication Games Between Teachers and Students at the Tertiary Level: A Study Based on Transactional Analysis Theory

The different types of stokes are shown below:

Source: Zhang & Constantinovits (2017, P.6)

Several studies have been conducted on transactional analysis theory in

various contexts and settings by difeerent researchers. Barrow (2018) conducted a
research where he raised the questions for whom the teacher is and for what the
teaching is. The author revisited one of his previous articles, which presented an
inverted conceptualization of the ego state model, and considers that model with a
new, specific focus on implications for teachers and educational practice. He
addressed related themes, including the concepts of grown-up-ness and eldership.
The author suggested that although emancipation has been a recurring theme in
educational discourse, an alternative perspective, and experience of freedom, is
possible in the context of a reframed Parent ego state position. The paper presented
case material to illustrate what is primarily an existential account of educational
purpose. Barrow (2015) in his another paper considered the application of transac-
tional analysis (TA) in the field of education, particularly in the classroom,
staffroom and beyond. He focused on the use of TA in reducing conflict in the class-
room and staffroom before offering observations about its broader relevance to
contemporary UK schooling. Concepts covered included the ego state model of
personality, functional fluency, psychological game-playing and contracting. Final-
ly, the author considered issues raised in considering the application of a psychody-
namic framework in the context of education. Mei (2010) investigated, through
empirical research, the relationship between education in Transactional Analysis
theory and the Locus of Control of college students. Two questionnaire surveys
were conducted before and after the Transactional Analysis classes, and personal
narrative reports by the students were collected. It was found that psychology
education in Transactional Analysis correlated with a reduction in scores for the
External Control proclivity of the 81 students, and their assignments displayed
similar proclivity. Transactional Analysis knowledge was shown to help students
discover and explore their own potentials and liberate their creativity. It is proposed
that an increase of transactional analysis theory in the education of college students

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Green University Review of Social Sciences, Volume 04, Issue 01, June-2018

should be considered. Stuart & Agar (2011) presented the findings of a case study on
the use of Transactional Analysis (TA) in schools in England in their paper. The
paper provided a brief overview of TA and its relevance to secondary education –
for pupils, teachers and school improvement. They argued that self-awareness and
understanding of others enable individuals and groups to develop effective and
powerful communication and a better climate in the workplace. They found that
children, young people and teachers with TA skills have better self-awareness,
increased understanding of others and, as a consequence better relationships and
can demonstrate impact on attendance, attainment, personal and professional lives
and school climate overall. Panichi (2018) in his paper showed how the application
of Eric Berne’s Transactional Analysis theory to teacher-student interactions in the
foreign language classroom can provide useful insight for teachers. The paper
provided examples from the monolingual language classroom at university level in
Italy within a non-compulsory educational setting. It was argued that an increased
awareness of how teacher discourse affects student engagement in the learning
process can, in turn, lead to more effective teaching. The analysis examined a string
of typical teacher-learner interactions that occur over a specific period of time using
Berne’s PAC (Parent-Adult-Child) transactional model. In addition, by illustrating
the complexity and potency of classroom interactions, the examples provided a
greater understanding of the implications of classroom dynamics in terms of learner
development in general through the ongoing activation of learner autonomy,
critical thinking and pro-active behaviour. The outcomes of the analysis were
considered to be relevant to the theoretical fields of Language Awareness and
Learner Advising in Foreign Language Education and to intersect with the broader
field of Learner Counselling in education. While this paper is based on dynamics of
the foreign language classroom, the analysis can be viewed as being relevant to
teacher-student interactions in a variety of educational contexts as well.

The papers reviewed above have their own urge, interest and context; at the
same time, the present paper differs from the others for its selection and uniqueness.
Barrow (2015) applied transactional analysis (TA) in the classroom, and staffroom in
reducing conflict before offering observations about its broader relevance to
contemporary UK schooling whereas Barrow (2018) presented an inverted concep-
tualization of the ego state model, and considered that model with a new, specific
focus on implications for teachers and educational practice. Mei (2010) investigated
the relationship between education in Transactional Analysis theory and the Locus
of Control of college students and argued that the knowledge of Transactional Anal-
ysis helps students discover and explore their own potentials and liberate their
creativity. Stuart & Agar (2011) provided a brief overview of TA and its relevance to
secondary education – for pupils, teachers and school improvement while Panichi
(2018) in his paper showed how the application of Eric Berne’s Transactional Analy

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 Communication Games Between Teachers and Students at the Tertiary Level: A Study Based on Transactional Analysis Theory

sis theory to teacher-student interactions in the foreign language classroom can

provide useful insight for teachers. But the present paper is exclusive and different
from the other papers as it investigates the application and impact of TA at univer-
sity education in the context of Bangladesh.

Methodology

The researcher conducted the research in a very natural classroom setting at

Green University of Bangladesh. For the credibility of the paper, he adopted both
qualitative and quantitative approaches. Data were collected by direct observation,
from documents maintained for both the experimental and the control groups
before and after the midterm examination. The researcher also adopted all sorts of
carefulness to receive biasfree and authentic data.

Participants

The study was conducted among 67 students of English for Academic

Purposes (EAP), EAP 102 Course. Among them, 37 students were male and 30 were
female but all of them had at least twelve class education. The students belonged to
two different sections: D2 and D4; the D2 was the control group, a group which was
not brought under experiment whereas the section D4 was the experimental group,
a group which was brought under experiment to conduct the research. The students
had to attend two classes and needed to submit one assignment once a week for this
course. They are 18 to 22 years old and belong to diverse socio-cultural and
socio-economic background. As each respondent was different in his/her tempera-
ment, interest, approach and appreciation, data was varied, genuine and impartial.

Data Collection

As it has already been mentioned, the researcher selected two sections

namely D2 and D4 of English for Academi Purposes (EAP) Course, a course to
develop basic English Language skills for the third semester students of various
departments at GUB. While conducting the classes of the experimental group (D4),
the course teacher as a researcher applied his knowledge of TA, namely, ego states,
transactional analysis proper, strokes, and games in the class. On the otherhand, the
teacher used to conduct the classes of the control group (D2) without applying his
knowledge of TA. In the classes, the researcher maintained two different atten-
dance sheets as documents for both the sections. Another document was also main-
tained to keep the record of weekly submission of assignment for the control and
experimental groups. He also carefully observed the participation and performance
of the respondents of the two sections to receive data. The researcher took four

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Green University Review of Social Sciences, Volume 04, Issue 01, June-2018

weeks to conduct the study. Although all the students had almost the same level of
education, there were differences in their understanding, responses and results.

Findings and Discussion

Data gathered from documents and observations reveal some important

and informative results. The researcher, as a teacher, behaved usually, communicat-
ed traditionally with the students of the control group and provided no stokes to
them. On the other hand, he adopted straight transaction and applied adult ego
state approach in the section D4 that is experimental group. Also, the researcher
provided positive and conditional stokes to the same group students. Based on
these behavioural aspects, the attendance sheets of both the groups give the follow-
ing results.

Attendance of the students: Summation of two classes each week

Figure 6 : Attendance of the experimental

Figure 5 : Attendance of the control group group

The figure 5 shows that the students in control group attended the classes
on an average and the percentage ranges from 70% to 72%. This control group
represents the tradional classroom of this university and the students of the control
group received neither straight transaction nor conditional stroke nor positive
stroke. On the contrary, the figure 6 shows the attendance status of the experimental
group where the presence of students increased gradually from 70% to 80% in four
weeeks. As they received straight transaction, adult ego state behaviour and
positive strokes, they attended the classes with interests, motivation and expecta-
tions and the percentage becomes 10% more than the first class within four weeks.
Thus, the knowledge, practice and application of TA make a teacher effective to
support students and facilitate the learning process.

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Communication Games Between Teachers and Students at the Tertiary Level: A Study Based on Transactional Analysis Theory

As Essays (2018) says,

For a teacher to improve their performance, appropriate psychological theo-
ries should be studied and utilised, and the theory of Transactional Analysis
offers teachers and trainers a means through which they can better under-
stand what happens within the classroom on a social level. (para.1)

According to the practice and policy of the course, students need to

submit assignments on the Newspaper Reading once week. The record of the
assignment submission reveals that students feel motivated to prepare and submit
assignments when they receive straight transactions and conditional ego state.The
following graphs show the status of assignment submission of both the groups.

Assignment Submission Record: Once a Week

Figure 7: Assignment submission of the control Figure 8 : Assignment submission of the

group experimental group

The figure 7 reveals that the students in control group submit their assign-
ment in a consistent percentage; in the first week it was 50% and in the forth week it
was again 50% although it was 52% in the third week. But, the figure 8 shows that
in the first week 50% of the stuednts submitted their assignments, in the second
week it was 55%, in the third week it was 59% whereas in the forth week it was 62%.
Thus, it is very clear from figure 8 that continuous conditional strokes and straight
transactions motivate students to submit their asignment regularly and ensure the
submission of increasing and largerger number of students. From observation, the
teacher noticed the following scenerio-

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Green University Review of Social Sciences, Volume 04, Issue 01, June-2018

Control Group

Crossed Transactions
Parent :You must submit your assignment each Monday.
Child: Silent (Rebellious /Adapted)

Experimental Group

Conditional Strokes
Teacher: a) If you don’t submit your assignment regularly, one mark will be deduct-
ed for week.
b) If you submit your assignment each week, you will have one mark bonus for
regular submission.

Straight Transactions
Adult: I think you have prepared your assignment.
Adult: Yes Sir, (started submitting)

The findings, thus, unveil the fact that communication is a reciprocal way to
read, understand and recognize one another. In classroom settings, if a teacher has
the knowledge of TA and he/she applies his/her knowledge and competence, it
will help the teacher to know himself/herself as well as his/her students. It will also
make both the parties learn which ego state in one is talking to which ego state in
other. The knowing and understanding of each other, particularly students and
teachers lead them to build rapport between them, play a very fruitful communica-
tion game resulting in creating a conducive teaching and learning environment.
According to Human Kinetics (2018),

A positive learning environment is created when you value participatory

teaching and learning and when there is trust and rapport among students
and between yourself and students. To establish trust that leads to true
participation and engagement in learning, you first need to set the stage by
establishing a learning environment in which all students feel valued, safe,
and supported. (Para.1)

So, to be a good teacher and to produce good students, teachers should

learn and apply TA. Moreover, teaching-learning would be more fruitful if teachers
apply and adopt adult and nurturing ego states, positive and unconditional strokes
more than other states and strokes. The combination of these states and strokes can
turn inattentive students into attentive ones and academic failure into academic
success.

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 Communication Games Between Teachers and Students at the Tertiary Level: A Study Based on Transactional Analysis Theory

Figure 9 : Example of transactional process from inattention to academic success

Based on contexts and culture, conditional strokes can work well and the researcher
in this paper adopted conditional stroke. But the researcher strongly argues that
either conditional or unconditional stroke is much better than no strokes. Because,
stimulation comes from strokes and unless there are strokes, there will be no inspi-
ration and insight. The researcher finally recommends the knowledge, practice and
application of TA for teachers of all level as well as parents and guardians of
students.

Conclusion

Teaching-learning is a continuous process, and it invites and embraces

continuous stimuli from teachers, students, environment and surroundings. To
leverage all the conducive agents of teaching and learning, teachers, parents and
guardians should have theoratical knowledge and practices of different ego states
and preferable storkes for students. When a good combination and the application
of all these agents can be ensured, teaching-learning will be enjoyable and effective.
Transactional Analysis Theory plays a vital role to make this enjoyment, success
and effectiveness happen. As TA contributes to creating a favourable teach-
ing-learning environment, to education, to the society, to the nation, the learning,
practice and application of TA should be wide-spread and widely-practised. Thus,
the educationists and the policy makers concerned should ensure the exercise and

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Green University Review of Social Sciences, Volume 04, Issue 01, June-2018

implementation of TA country wide. If it is necessary, the authority concerned can

include TA as a content in the existing training manual for teachers at all level of
formal education.

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